What forces or trends will
impact teaching and learning
at Wheaton in the next 5 years?
Flat budgets and constrained resources
Needing to be more innovative
Need to recognize LIS as colleagues and consultants
need for better use of resources and knowing who to talk to among the liaisons
Costs ($$ and human) of using Technology Resources
needing to be smarter about making choices between whether to pay for reources or go with open resources (Canvas vs. Moodle)
recognizing that different costs may emerge and fees to pay for them (e.g. paying for MOOCs instead of textbooks)
The ability to equate Family ability and willingness to pay for a Liberal Arts education with the value of LA education
Students are in charge of their learning, not faculty
helping parents understand how teaching and learning has changed
highlighting different teaching models which emphasize high-touch, non-traditional classroom settings
Changing trends in pedagogy: project based learning, collaborative learning, student centered learning
The role of the teacher changes, becoming a guide to learning rather than the "sage on the stage"
MOOCs
providing content for alumns and keeping a connection with alumns
potential for changing delivery of content for faculty
new types of course content in addition to traditional textbooks
Mobile Technologies
Setting up classrooms to better acoomodate mobile computing
increased ability to collect data in the field. this will lead to helping students organize and analyze data better
increasing expertise in staff and faculty
take advantage of different forms of communications with students (texting)
Students' expectations and abilities to use technology in their daily lives
more work up front for faculty to change teaching
Needing to change the pedagogy and curriculum to meet these expectations
Needs of students to be able to participate in a technology rich society and culture
Make teaching and learning more public, so that it mirrors the public culture that they are already participating in
Need to focus on differnt forms of writing
Need to use digital tools for assessment, types of assessment changes with new tools
Increasing Fear of change among some faculty
need to audit new courses and find other ways to particpate in new forms of teaching and learning
Increasing Blur of Private Life and Professional Life (being available 24/7)
setting clear expectations for students about immediate feedback
Focus on Career Preparation
Decline of prestige
of humanities
Recomposition of academic divisions
for more multidisciplinary programs
Collelge as preparation for grad school
IMPACT: Business major
Students' marketability
Lost awareness of how humanities and basic science are foundation of profits and careers.
Move away from basic science to applied science
Product/product motive
Political motivation
Hardware & equipment
Mobile computing predominates
Desktops & Laptops
for special applications
More faculty using mobiles to keep in touch with
students more frequently.
Availability of online Packaged Content
MOOCs
Lectures by famous experts
Pressure on faculty to become entertainment
Opens possibility of more 1-on-1 time,
Reference Oxford tutor .system,
Focus time on motivated students needing help,
leveraging what faculty does best.
devaluation of books
Value of entertainment vs education?
Stored lectures from Wheaton faculty
TED Talks
Packaged instruction, simulation, games
Availability of Remote Live content
Remote Live Lectures
Problem of student attention
Student monitoring
Certification and validation
of content acquisition
Could increase value of liberat arts education
Subtopic
Credentialling:
Certificates v. Diplomas
Student time spent "on grid"
continuous access to web
Short attention units
Twitterization of content
Do we want to accomodate or fight against?
Email specific to faculty and future employers
(versus texting)
Possibility of ongoing community across years
Constant demand on faculty
Need for MWF schedule in basic courses
to minimize
Students' reluctance to work hard
Marketable skills need to be
incorporated into curriculum
Needto shore up student motivation
e.g. lowering departmental grades